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A Letter from the Training Director |
Fall, 2011
Dear Applicant:
Thank you for your interest in our internship program. The University Counseling Service (UCS) offers three full-time predoctoral internships in professional psychology. Our internship has been accredited by the American Psychological Association continuously since 1979. Our 11.25 FTE staff psychologists are licensed in the state of Iowa and provide supervision and training. We are committed to training and are proud of our internship program.
We provide a capstone for scientist-practitioner professional training, with an emphasis on evidence-based practice (APA Presidential Task Force on Evidence Based Practice, 2006). We will encourage you to attend to professional literature and to information provided by your consumers. Some of the primary purposes of the internship are to help you develop further competence in your clinical work, outreach and programming, and supervision. One of our agency goals is to provide culturally relevant services and training to diverse groups of people. An important goal of the internship is to help interns gain multicultural competencies. We support your continuation of research as well. Across areas, a primary focus will be on the delivery of ethical service. We work to remain responsive to our interns' feedback, so that we can provide an environment conducive to your professional development and professional identity integration.
For complete application instructions, please see our "Selection Process." Please note that we use the APPIC Application for Psychology Internship (AAPI) Form. Our APPIC Program Number is 124711.
I hope that you will consider submitting your application. Our application deadline date is November 7, 2011. I wish you the best with your search process.
Sincerely,
Julie Corkery, Ph.D.
Assistant Director for Training
Internship Setting
University Setting
The University Counseling Service (UCS) is an integral part of the Division of Student Life at The University of Iowa. With approximately 30,000 students, including graduates, undergraduates, and professional students, the University is a nationally and internationally recognized academic and research institution. Important resources to the UCS internship program are the APA-accredited Counseling Psychology program on campus and the close availability of the University of Iowa Hospitals and Clinics (UIHC). The nearby University Student Health Service, with psychiatric services, also provides an important resource for the internship.
The University of Iowa was the first public university in the nation to admit men and women on an equal basis and the first U.S. institution of higher education to accept creative work for advanced degrees in the arts. It had the first law school west of the Mississippi and broadcast the world's first educational television programs. For more information about The University of Iowa, visit the University homepage at http://www.uiowa.edu/.
Iowa City
Iowa City, in Johnson County, is a spirited, upbeat community of about 60,000 people that features the excitement of Big Ten athletics and the performing arts. The main attraction is The University of Iowa with its recognized programs in creative arts, medicine, and space science. The first permanent capitol of the state of Iowa has been restored to its original decor and is used as a University building. Iowa City has several museums, recreational facilities, shopping centers, a variety of light industries, and performing arts theaters. For more information about Iowa City, visit the web site at http://www.iowacity.com/communi.htm or http://www.iowacitycoralville.org.
University Counseling Service
The UCS is the primary mental health agency for students on campus. The UCS serves the remedial, developmental, and preventive needs of the student population through clinical services, outreach and program activities, training, consultation, evaluation, and research. Many of our clients are traditional-age University students with career, academic, developmental, and interpersonal concerns, although older students, couples, and individuals with severe psychopathology are also seen at the UCS. The average client age is 24 years. Approximately 1,600 students receive clinical services from the UCS each year. Approximately 10,000 students are reached yearly through outreach programs and consultations.
The UCS is housed in a spacious, well-appointed facility. Interns are provided with completely furnished individual offices that are located in the heart of the facility. Their offices have video recording equipment. Each of the three offices has a networked Windows computer with Internet access.
| Intern Office # 1 | Intern Office # 2 | Intern Office # 3 |
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Program Philosophy and Goals
Scientist-Practitioner Model
The internship is designed to provide the capstone of training for entry-level professional psychological practice. Belar and Perry (1992), in their report on the National Conference on Scientist-Practitioner Education and Training for the Professional Practice of Psychology, stated that the scientist-practitioner model involves the "application of scientific thinking and behavior to problem-solving and hypothesis-testing in practice." (p. 73). We strive to help our trainees implement evidence-based practice. We value attention and responsiveness to data from multiple sources, including published group research and individual consumers. We hope that a commitment to scholarly inquiry will foster lifelong learning.
Because therapy effectiveness appears to be associated with therapist allegiance and treatment coherence (Wampold, 2001), we encourage our trainees to adopt psychological theories that are consistent with their own worldviews. We prompt trainees to identify the conceptual underpinnings on which they base their psychological practice.
We believe that positive and collaborative working alliances between providers and consumers are fundamental to effective services (Ahn & Wampold, 2001; Asay & Lambert, 2002; Norcross, 2002; Wampold, 2001). We train interns to effectively initiate and maintain positive relationships in their clinical, supervisory, and organizational consultation roles. We strive to model behaviors that will contribute to collaborative relationships with our trainees.
A related, but separate overarching aim of the internship program is to deepen a commitment to ethical and relevant services for diverse consumers of psychological services. Because value-laden assumptions affect how individuals frame research questions, deliver service, and train professionals, we encourage trainees to identify their own assumptions and values. To facilitate this process, we expose our interns to training about historical and sociopolitical contexts in which diverse groups of people live. We believe that if professional service, training, and research programs are to be relevant to a broad range of people, we must include diverse perspectives in the planning process. We expect interns to develop self-awareness and appreciation of difference. We strive to train in a manner consistent with APA's Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists.
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Ahn, H., & Wampold, B.E.(2001). Where oh where are the specific ingredients: A meta-analysis of component studies in counseling and psychotherapy. Journal of Counseling Psychology, 48(3), 251-257.
American Psychological Association (2003). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. American Psychologist, 58, 377-402.
APA Presidential Task Force on Evidence-Based Practice (2006). Evidence-based practice in psychology. American Psychologist, 61, 271-285.
Asay, T.P., Lambert, M.J. (2002). The empirical case for the common factors in therapy: Quantitative findings. chap. 2, pp. 23-55. In Hubble, M.A., Duncan, B.L., & Miller, S.D. (Eds.), The heart and soul of change: What works in therapy. American Psychological Association: Washington, D.C.
Belar, C.D., & Perry, N.W. (1992). National conference on scientist-practitioner education and training for the professional practice of psychology. American Psychologist, 47(1), 71-75.
Norcross, J.C. (2002). Psychotherapy relationships that work: Therapist contributions and responsiveness to patients. Oxford University Press: NY.
Wampold, B.E. (2001). The great psychotherapy debate: Models, methods, and findings. Erlbaum: Mahwah, NJ.
Program Goals
The goals of the training programs are as follows:
- Interns will develop assessment and case conceptualization skills.
- Interns will develop and implement effective therapeutic contracts.
- Interns will establish entry-level clinical supervision capability.
- Interns will conduct programming needs assessment and implement programmatic interventions.
- Interns will continue to develop research skills that they have established in their graduate programs.
- Interns will incorporate awareness of and responsiveness to issues of human diversity throughout their professional work.
- Interns will base their professional decisions and behavior on ethical principles.
- Interns will develop a sense of identification with the profession of psychology.
The internship has been accredited by the American Psychological Association (APA) since 1979. To verify the current status, please feel free to contact the APA Commission on Accreditation at the following address:
Office of Program Consultation and Accreditation
American Psychological Association
750 First St NE
Washington DC 20002-4242
Phone: (202) 336-5979
FAX: (202) 336-5978
apaaccred@apa.org
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Training Methods
Services Provided by Interns
Supervised experiences provide grist for the mill of all other training components. The largest proportion of time is spent providing clinical services. Interns are assigned ten cases, including individuals and couples. They conduct four initial contact clinical interviews weekly, serving in the role of consultant-on-duty (COD). They co-facilitate a 90-minute therapy group each week. In the Program and Consultation Services area, they provide approximately one hour of psychoeducational programming each week. They establish at least one liaison with a University or community agency. In the Training area, interns provide clinical supervision to a doctoral-level practicum student during spring semester. For administrative experience, interns serve on at least one administrative committee within the UCS.
Clinical Emphasis
Each intern selects a yearlong clinical emphasis in which to invest six hours weekly to deepen an area of clinical expertise. The three clinical emphases for the 2011-12 year are the assessment and treatment of eating disorders, ACT/mindfulness-based treatments, and the assessment of learning disabilities and attention-deficit/hyperactivity disorder. Every year we assess the value of the clinical emphasis experiences to ensure quality options, so the menu may shift slightly across years.
Activities in the eating disorder emphasis will involve the provision of individual treatment for clients who have eating disorders and/or eating issues. The intern will complete readings about eating disorders and body image issues. S/he will likely have the opportunity to co-facilitate a related therapy group. S/he will attend multidisciplinary meetings with the Eating Disorder Network providers at The University of Iowa. The intern may participate on a research team in which eating disorders and other college student mental health issues are a focus. Eating disorder outreach activities will round out the emphasis area. The intern's eating disorders work will be supervised by Eva Schoen, Ph.D.
The ACT/ mindfulness-based approaches emphasis includes similar activities. Interns will complete reading and provide individual therapy to clients utilizing ACT and/or mindfulness-based approaches including Dialectic Behavioral Therapy (DBT), Mindfulness-based Cognitive Therapy (MBCT), and Mindfulness-based Stress Reduction (MBSR). Depending on the intern’s previous experience with mindfulness practice, the intern may be required to complete an MBSR program. The intern will co-facilitate a mindfulness-based group. The intern's clinical emphasis work will be supervised by Brad Brunick, Psy.D.
The third emphasis is the Assessment of Learning Disabilities (LD) and Attention Deficit/Hyperactivity Disorder (ADHD). The intern will gain knowledge about the etiology, diagnosis, and treatment of LD and ADD through assigned readings and supervision; s/he will conduct clinical screenings, develop knowledge of the assessment measures used for diagnosis, conduct comprehensive psychoeducational evaluations, write psychological reports that include appropriate recommendations, and communicate test results to student clients. Helen Vogel Brady, Ph.D., a licensed psychologist with a doctorate in school psychology, will supervise the work.
Programming and Consultation (PCS) Mentorship
Interns elect to work with a senior staff PCS mentor on an organizational consultation project. Interns negotiate one of three mentorships. The PCS mentors serve to lay groundwork with another campus agency or population, and they supervise the interns' involvement in a substantive consultation and programming effort. The consultation projects incorporate considerations of individual and cultural diversity and/or include a social justice component, and the projects include an outcome evaluation process.
The menu of the available options is influenced by the mentors' assessment of the campus needs and by the mentors' assessment of opportunities for consultation. The four PCS mentorship options for the 2011-12 class will be:
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Bridge Program Participation. The Bridge program is sponsored by the Office of International Students and Scholars (OISS). The Bridge program provides leadership training for international students and domestic minority students who apply for special training. The intern is typically involved in multiple aspects of the program, including the selection of participants and multicultural training workshops. Collaboration with OISS staff and other Bridge staff members is emphasized as programs are developed and facilitated collaboratively across different student service offices on campus. Eva Schoen, Ph.D., will serve as the UCS mentor.
- UI Cultural Centers/Underrepresented Students. UCS staff members collaborate with one or more of the directors of the UI Cultural Centers to offer programs for populations served by the particular cultural houses. The UI Cultural Houses are the Afro-American Cultural Center, the Latino Native American Cultural Center, the Asian Pacific American Cultural Center, and the Lesbian, Gay, Bisexual and Transgender Resource Center. Interns may also collaborate with other professionals on campus who provide services to underrepresented students. Intern participation would be limited to interns who who have a demonstrated commitment to working with one (or more) of the historically underrepresented student populations. Brad Brunick, Psy.D., will serve as the UCS mentor.
- Student Success and Retention. UCS staff collaborate with the Office of Retention to create and facilitate programs that enhance student success and are aimed at increasing retention. Other campus units may also be involved in this collaboration, depending on the population served. Interns will have the opportunity to assist in facilitating programs, supervising programs, and evaluating needs of particular student groups. One aspect of this collaboration is to consider needs of students that are traditionally at a higher risk of dropping out (including transfer and commuter students). Lanaya Ethington, Ph.D., will serve as the UCS mentor.
Individual Supervision
Interns meet with their primary clinical supervisor for two hours weekly. In addition, they meet with their clinical emphasis supervisor for one hour weekly. In the fall, they meet with an intake supervisor for a half-hour each week. In the spring, they add an hour of individual supervision of supervision. Throughout the year, they meet with their group supervisor/co-facilitator for .5 to 1 hour each week. Interns are expected to be active participants in negotiating the goals and process of their supervision. For information about our training staff, please see the University Counseling Service Clinical Staff list.
Seminars
Interns meet as a group for seminars, which incorporate case conferencing, throughout the year. The task of negotiating productive professional relationships is considered to be an important part of the developmental work of the internship. Interns are expected to contribute positively to the learning environment they create within their peer group.
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Brief Therapy Seminar/Case Conference: Interns read about brief dynamic approaches, discuss case conceptualization, and make case presentations. (1 hour weekly, fall, spring, and summer)
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Empirically Supported Treatment Seminar: Interns read about empirically supported treatments and related treatment issues. They are introduced to some of the ESTs, at least one of which they are required to implement under individual supervision. (10 hours, fall)
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Professional Issues Seminar: Interns meet with the Director of Training to discuss professional issues. Initially, meetings focus on entry issues. Later meetings focus on approaching deadlines and progression through the year, job search considerations, and finally, termination issues are addressed. (approx. twice monthly)
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Assessment Seminar: Interns read about initial assessment interviews. They discuss their assessment cases and make case presentations. They gain exposure to the use of the MMPI and cultural considerations in case conceptualization. (1 hour weekly, fall)
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Program/Consultation Seminar: Interns use a group format to discuss issues related to program development, implementation, and evaluation as well as receive supervision for ongoing campus consultations. (6 hours over fall and spring semesters)
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Diversity Seminar: Interns are exposed to identity development models and multicultural theory. They present cross-cultural clinical cases. The seminar focuses on privilege and oppression, and on broad aspects of diversity, including gender, sexual orientation, race, ethnicity, social class, religion/spirituality, and disability. (1 hour every other week, fall and spring)
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Supervision Seminar: Interns discuss supervision models, techniques, and issues in conjunction with their supervision of practicum students. (1 hour weekly, spring)
- Psychiatric Consultation: Interns join UCS clinical staff in meeting regularly with a psychiatrist from Student Health Services to discuss referrals for medication, diagnostic issues, and continuity of care. (1 hour monthly)
Workshops
Workshops generally take place between semester breaks. They address topics less directly addressed in semester seminars, orient interns to Iowa laws and procedures (e.g., child and elderly dependent abuse, suicide assessment), or introduce semester service activities (e.g., supervision workshop). Interns also participate in regularly scheduled staff development continuing education activities.
Support of Scholarly Inquiry
The UCS provides resources for research. Three hours of the workweek are allocated for professional development; interns generally use this time to work on the dissertation. Alternatively, interns may propose another project (e.g., drafting an article for publication). Each intern office has a computer with Windows and Microsoft Office Pro package installed. The computers are connected to the Internet and are connected to the UI network. Depending on their research projects, interns are invited to apply to collect dissertation data at the UCS.
Scholarly Project
Each intern will be required to complete a scholarly project, which may be related to the Clinical Emphasis, PCS Mentorship, or another area of expertise or interest. Interns will identify a UCS need and conduct a brief review of the related literature and/or gather original data (e.g., email survey data). The intern will design a contribution that may include a continuing education program to the UCS staff, training materials for subsequent trainees, web-based psychoeducational materials for students, or a presentation at the Big Ten Counseling Center's Conference. The intern will arrange for a staff psychologist who shares the area of interest to supervise the scholarly project.
Developmental Sequencing
While interns function quite autonomously, the curriculum sequence incorporates increasing complexity of tasks and greater independence within each task over the course of the year. The developmental sequencing is incorporated in several ways.
The internship begins with a three-week orientation program. During the first week, interns spend much of their time with the Director of Training, getting acquainted with agency policies and procedures. They gather information relevant to supervision and liaisons. During the second week, the emphasis is on further exposure to the entire training staff and to some closely-related University agencies. During the third week, they participate in workshops.
During the fall semester, interns are paired with consultant-on-duty (COD) "mentors" who provide modeling, consultation, and supervision for the interns' initial assessment interviews. For half of fall semester, mentors work with their assigned mentees for the weekly four-hour clinical consultation shift, in addition to a half-hour weekly supervision time.
Interns provide primary clinical supervision for practicum students during the spring semester. The task of balancing client welfare with responsibility for facilitating growth in the supervisee is a highly complex task. Thus, supervision is introduced after interns are familiar with the UCS.
During the fall semester, the intern is paired with a PCS mentor to help facilitate the intern's entry to University organizations. Throughout the remainder of the year, interns develop, deepen, and maintain their programs and projects. Interns have opted to translate our brochures, develop programs, or organize resources relevant to a programming topic. Additionally, interns have increasing influence in the seminar topics over the course of the year.
Infusion of Individual and Cultural Diversity
The UCS is committed to recruiting and maintaining a diverse staff in order to provide a rich training environment. We have incorporated a staff diverse in race, ethnicity, national origin, sexual orientation, religion and spirituality, age, language, and gender.
To retain diverse staff and promote the development of diverse trainees, the UCS strives to recognize expertise, support projects, honor differences, and provide professional development opportunities. Diverse staff members are sought out for seminar presentations, supervision, clinical referral, and programming on the basis of their professional specializations, which often overlap with personal identities. Staff meetings always provide a designated time for sharing information about campus and community cultural events and special diversity programs. Annual staff retreats include a multicultural sharing, reflection, or educational component. Professional development time each semester is dedicated to sharing cultural knowledge and experience.
The UCS has a long history of working to incorporate multicultural awareness. We have integrated multicultural training within the intern curriculum and have included multicultural competency in the performance criteria for all clinical staff. The clinical forms have been updated to be more inclusive, and our brochures have been translated into several languages. The UCS has offered services in Spanish for over 25 years. We currently offer services in Spanish, German, and Mandarin, in addition to English.
UCS staff members have worked in recent years to develop a physical and emotional work environment that affirms people of color; gay, lesbian, bisexual, and transgendered individuals; and people with disabilities, religious diversity, and international ties. We are continuing on our journey of becoming an inclusive and welcoming environment. We have selected artwork to display at the UCS in an effort to communicate inclusion.
- Clinical Roles. In their clinical roles, interns may request case assignments to broaden exposure, competence, or specialization in working with individuals from specific cultural or identity groups. All clinical staff members, including interns, are expected to evaluate the way that identities of the staff members and clients may affect the relationship process.
- Programming and Consultation. Interns select a Programming and Consultation/Diversity Mentor. With their mentors, they implement organizational consultation projects. Interns are required to identify the individual and cultural diversity issues and social justice issues that influence the groups with whom they work. They identify how those issues affect their consultation work.
- Supervision and Training. In supervision and training, interns have requirements and options for the development of cultural competence and sensitivity. Diversity issues are explicitly incorporated into all seminars, and are a focus for some workshops (e.g., multicultural identity awareness). Diversity Seminar is held every two weeks throughout fall and spring semesters. During the fall, Diversity Seminar focuses on race and ethnicity. During the spring, the focus is broader and attempts to incorporate difference in sexual orientation, class, gender, religion, and disability. Diversity within supervision dyads is discussed within the Supervision Seminar; discussion of difference is encouraged within all supervisory dyads.
For more information about diversity within the University Counseling Service, please see the UCS Diversity Statement.
Sample Training Contract
(minimum hours)
*The following is an estimate of interns' weekly time commitments and activities
Clinical Services
Individual/Couples 10.0
Intake/Crisis Intervention 4.5
Group Psychotherapy 1.5
Clinical Emphasis 3.0
Program and Consultation Services
Outreach and Consultation 1.0
Supervision Received
Individual Clinical Supervision 2.0
Clinical Emphasis Supervision 1.0
Intake/Crisis Intervention Supervision (fall) 0.5
Individual Supervision of Group Work 1.0
Seminars and Case Conferences 3.5
Supervision of Supervision (spring) 1.0
Case Conference 1.0
Other Activities
Supervision of Practicum (spring) 1.5
Professional Development 3.0
Agency Meetings 2.5
Preparation for Counseling, Programs,
and Seminars/Case Conferences 2.0
*Total to maximum of 40 hours per week.
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Evaluation
Interns are systematically evaluated in all areas in which they work. Interns, in turn, evaluate their supervisors and the training program. This evaluation process, including both written and oral components, takes place every semester. Diversity competencies and issues are integrated into all aspects of the evaluation process. Two evaluations of intern progress are sent to the student's academic program during the year.
These evaluations are based directly on the competencies and goals identified for our internship training program, which have resulted through several years of refinement on the part of the training staff. They are in compliance with Domain E, Section 4 of the Guidelines and Principles for Accreditation of Programs in Professional Psychology. Therefore, if you are enrolled in an academic training program that requests additional training contracts and/or evaluations, these will not be completed by the UCS training staff. Your program may choose to use the data from the UCS evaluations to complete their own forms. You are strongly encouraged to consult with your Director of Clinical Training or the UCS Training Director if you have questions about this policy.
Two advisory meetings are held each fall and spring semester during which the intern meets with all supervisors in order to review goals and activities. The supervisory team for each intern provides feedback to the intern and assists in generating methods for reaching the intern's goals.
The most frequent type of first employment setting for UCS internship graduates is the university or college counseling center. Other graduates hold positions in academia, hospital settings, private practice, community mental health centers, or other community agencies.
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Business and Benefits
- Stipend: The stipend is $26,000 per year. Checks are issued on the first day of each month.
- Benefits:
- UI health insurance (single coverage)
- discretionary personal leave (15 days maximum)
- leave for illnesses (18 days maximum)
- holidays (9 days)
- professional development leave (11 days maximum)
- discretionary time for dissertation or other scholarly work (3 hours per week maximum)
- University library privileges
- computer account available (email)
- private office with Windows personal computer with Internet access
- University recreational, etc., facilities, 15% discount in UIHC cafeteria
- Application Deadline: November 7, 2011
- Start of Internship: August 6, 2012
- End of Internship: August 2, 2013
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University Counseling Service Clinical Staff
2011-12 Psychology Interns
- Rebecca L. Brock, The University of Iowa
- Tzu-An Hu, University at Buffalo
- Jeremy C. Kinser, Indiana University
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Selection Process
1. Qualifications
Candidates must have completed all coursework toward the doctoral degree in a clinical or counseling psychology program. Enrollment in an APA-accredited program is required. Completion of comprehensive examinations by the rank-ordered submission deadline is required. Proposal of dissertation or doctoral research project by rank-ordered submission date is highly desirable. The sum of practicum intervention hours from the following categories: individual therapy with adults and adolescents, group therapy with adults and adolescents, plus intakes, must exceed 260. Demonstrated commitment and ability to provide ethical and multiculturally competent services are required. Experience providing counseling within college or university counseling centers is highly desirable. Our search committee reviews essay responses for evidence of growth and development from practicum experiences.
Intern Selection Process Dates
November 7, 2011 |
UCS Application Deadline |
December 15, 2011 |
Selection and notification by email of candidates for interviews |
| January 4, 5, 6, 2012 | Telephone Interviews |
January 9, 10, 2012 |
Onsite interviews |
APPIC Match Registration
The University Counseling Service is a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC). We will participate in the APPIC Match Program. To apply at The University of Iowa Counseling Service (UCS) and other participating internship sites, applicants must register separately with the National Matching Service. You may request the APPIC Matching Program registration materials from the National Matching Service Web Site. Their telephone number is (416) 977-3431. Their email address is: psychint@natmatch.com.
APPIC Match Policy
The UCS is a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC). This internship site agrees to abide by the APPIC policy that no person at this training facility will solicit, accept, or use any ranking-related information from any intern applicant.
The APPIC policies for internship offers and acceptances are available at the APPIC Web Site. At the APPIC site, click on Match Policies (on the right side of the page). You will also receive a copy of these policies with your APPIC Match registration materials.
2. Instructions for Completing Internship Application
Interested applicants should submit the following information no later than November 7, 2011:
a. Please use the online application process available through the APPIC website at http://www.appic.org. Our APPIC Program Number is 124711.
b. We highly prefer letters from academic advisor and one or more practicum supervisors.
The University of Iowa Counseling Service requests the above information for the purpose of processing your application. No persons outside the University are routinely provided this information. Responses to all items on the application form are required. If you fail to provide the required information, the Counseling Service may not consider your application.
Applications from candidates representing all aspects of diversity (especially women and minorities) are encouraged. The University of Iowa is an equal opportunity and affirmative action employer. If you are interested in making an application to our training program, we hope the above information will be helpful to you. Please inform us if you need TDDY services to enable telephone contact.
If you have questions about the internship at the UCS or about the application process, contact:
Julie Madison Corkery, Ph.D.
Director of Training
University Counseling Service
The University of Iowa
3223 Westlawn S
Iowa City, IA 52242-1100
(319) 335-7294
E-mail: julie-corkery@uiowa.edu
Intern Interviews
Candidates for the 2012-13 internship class who are invited for interviews may choose to interview either on site or over the telephone. We provide the option to interview on site, so that candidates who want to meet our staff members in person and to see our center may do so. We made the on-site interview option available for the first time in January, 2001. Subsequently, our highest ranked group of candidates has always included several people who interviewed over the telephone and several who interviewed on site, in approximately the same proportion of those who visited to those who telephoned.
During the interviews, candidates will be presented with a set of standardized questions. Two members of the search committee will talk with each candidate, either here in a staff office or over the telephone. They will ask about competencies, experiences, and interests. This process will last between 30 and 45 minutes.
For those who opt to interview on site, we will hold group meetings during the morning and formal interviews during the afternoon. Starting at 9 a.m., candidates will meet with the Director of Training, with the training staff, and with current interns. We will also tour the agency. Candidates will then meet for box lunches. During the afternoon, we will meet for standardized interviews on the half-hour. For those waiting for their formal interview appointments, we will provide reading materials and the option to tour our campus.
We will send email invitations for interviews by December 15. Invited candidates will be asked to call us by December 22 to make specific arrangements.
If you wish to visit, we encourage you to use the days that we have dedicated for that purpose. If you have schedule conflicts that preclude your coming on either of those two dates, please contact the Director of Training, Julie Corkery. She will attempt to schedule an agency tour and a meeting with a member of our training staff.
Travel Directions
Map and Driving Directions to Westlawn (where the UCS is located)
- From Interstate 80
- Exit at the Dubuque Street interchange. (Exit 244)
- Turn south onto Dubuque Street.
- Turn right (west) on Park Road.
- Cross the Iowa River on Park Road and proceed up the hill.
- Turn left (south) on Riverside Drive.
- Riverside Drive joins Highway 6 at the first stop light; proceed to the next intersection.
- Turn right (west) on Newton Road.
- Proceed up the hill, past two buildings on the right side of the road. The first is the Nursing Building; the second is our U-shaped Westlawn Building.
- The Newton Road Parking Ramp is the next structure on the right. Enter the far end for longer-term parking.
- From U.S. Highway 6
- Follow U.S. Highway 6 to Newton Road.
- Turn west on Newton Road.
- Proceed up the hill, past two buildings on the right side of the road. The first is the Nursing Building; the second is our U-shaped Westlawn Building.
- The Newton Road Parking Ramp is the next structure on the right. Enter the far end for longer-term parking.
- From U.S. Highway 218
- Exit east on Hwy 1 (Exit 91).
- Follow the Highway 1 route, turning left (north) on Riverside Drive.
- Remain on Riverside Drive, which runs parallel to the Iowa River, when the Highway 1 route diverges at the Burlington Street Bridge. Remain on Riverside Drive until the next intersection.
- Turn left (west) on Newton Road.
- Proceed up the hill, past two buildings on the right side of the road. The first is the Nursing Building; the second is the U-shaped Westlawn Building. The Newton Road Parking Ramp is the next structure on the right. Enter the far end for longer-term parking.
Nearest Airport
Eastern Iowa Airport, Cedar Rapids, Iowa (approximately 1/2 hour from Iowa City).
Airport Shuttle Services
| Airport Express | 1-800-814-8008 | |
| Airport Transportation | 1-800-383-2219 | |
| Airport Shuttle Services | 1-800-725-8460 |
Iowa House Hotel
Lodging is available at the Iowa House Hotel. The Iowa House is located in the Iowa Memorial Union, which is about a 15-minute walk from the UCS. Please see their web site for a map and driving directions to the Iowa Memorial Union. For reservations, please call the Iowa House Hotel at (319) 335-3513, or contact them through their website. For a reduced single room rate of $60, identify yourself as a member of the UCS interview group.
Information About Other Local Accommodations
Please see the Iowa City/Coralville Convention & Visitors Bureau. for additional information about accommodations
.
Iowa City/Coralville Area Bus Information
The free Pentacrest bus route links the Iowa Memorial Union and the Westlawn Building, in which the University Counseling Service is housed.
University of Iowa Cambus: (319) 335-8633.
Coralville Transit System: (319) 351-7711
Iowa City Transit System: (319) 356-5151
Learn more about Coralville and Iowa City Transit Systems at their web site.